"Whereas." The Myth

At the last Academic Senate plenary session, an issue emerged during the voting on resolutions that called into question the status of the Whereas statements of resolutions: specifically, are these statements subject to amendment as are the body sections of resolutions, the resolved clauses?

A resolution was put forward that the delegates generally favored but that had a Whereas statement that many felt was objectionable, even insulting. Here is the resolution as presented-with the offending Whereas statement in bold:

Faculty Leaders Found Their Way in San Jose

The Academic Senate for California Community Colleges takes its direction from the collective wisdom of the faculty, expressed in resolutions passed at our biannual plenary sessions, and uses the collective expertise of our faculty to train faculty leaders at our annual institutes. In June 2004, we once again convened the Faculty Leadership Institute, held this year in San Jose. As Chair of the Relations with Local Senates Committee, the responsibility of heading up this year's Leadership Institute fell to me and the other members of the Executive Committee who contributed their talents.

Thinking Outside the Horse

I was asked recently, "Has the State Academic Senate surrendered its opposition to the new accreditation standards?" My instantaneous reply was "NO!" But then I thought about how the Senate had hosted RP Group workshops and other accreditation related breakouts and discussions at its state plenaries. I considered the Senate's position paper on the 2002 accreditation standards, to be presented at the Fall 2004 Plenary, and the numerous visits by Senate representatives to local colleges to help them prepare to conduct self studies.

Equalization or Will We Ever Be There?


In March 2004 we examined the 75/25 Faculty Obligation Number in a Rostrum article subtitled "Why are We Not All There Yet?" Equalization is a somewhat similar issue in the sense that it has a long complex history, has had many attempts at solution, and depends heavily on arcane formulas and calculations. The basic goal of equalization is to provide all districts with similar levels of funding, regardless of their location, history or the wealth of their surrounding community.

Transfer-From a New Perspective?

Four years ago at this time, the Rostrum carried an article on the state of transfer. At that time, we were hopeful that the California Articulation Numbering System (CAN) would emerge renewed and reinvigorated. It didn't. We were hearing administrators from transfer institutions claim that our students took too many "unnecessary classes." Administrators continue to make such questionable claims. Legislators and their aides insisted that transfer should be as straightforward for today's students as it was for them-thirty years ago. It's not.

The Corporatization of Higher Education

Recent concerns over corporatization of education led to resolutions adopted by the Academic Senate for California Community Colleges. Those resolutions called for more, in-depth information about this issue. The process of developing a position paper started with researching available literature in the field. In doing so, it became apparent that much valuable work has already been done in that area, particularly the recent publication Academic Values, Market Values: The Shifting Balance (American Federation of Teachers [AFT], 2004).


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